This phenomenological study utilized grounded theory analysis through a critical lens and within a qualitative paradigm to research how students define the quality of their education and its connections to equity. The study focused on a small sample of students, all of whom graduated from one suburban and one urban high school in a Midwestern, metropolitan area. Focus groups, elite interviews, and document analysis were all used to collect data. The theoretical concepts that emerged from the data illustrated the negative impact of white supremacy with regard to the achievement of an equitable, quality education by all students. The data also indicate structures supporting educational justice, such as access to caring and qualified teachers, can interrupt white supremacy to create an inclusive environment where all students can access an equitable and quality education.
Focus Group, Grounded Theory, Interview
Kampfe, Leanne, "Equity And A Quality Education: Perceptions Of Suburban And Urban High School Graduates" (2017). School of Education Student Capstone Theses and Dissertations. 4266.